Page 77 - EdViewptsSpring2020

Education, he discussed the role of the cognitive construction of knowledge
school spaces in education (Dewey, (Brooks & Brooks, 1999). The tight Evidence supporting the
1916). The futurist David Thornburg rows of student desks and the limited important role of school
in his book, From Campfire to the space of most traditional classrooms
Holodeck: Creating Engaging and doesn’t preclude student collaboration, design in fostering and
Powerful 21st Century Learning but in a recent study of teachers in promoting 21st century
Environments, cites the 1928 work newly designed spaces, they reported pedagogy is growing.
of Harold Rugg and Ann Shumaker significant agreement that their schools
as evidence that the nexus between with 21st century designs fostered more In a recent study of
school design and education has been student collaboration (Snyder, 2019). high school teacher
long established (Thornburg, 2013). A synthesis of the literature describ-
Additionally, in post-World War II Italy, ing 21st century teaching and learning perceptions, using a
the Reggio movement established emphasizes descriptions such as; active survey and interviews
schools that emphasized the role of learning, critical and creative thinking, of participants from
the learning spaces by referring to problem-solving, collaboration, com-
the school environment as the “third munication, curiosity, student-centered, nine states and 19 high
teacher” (Rinaldi, 2004). global, integrated and interdisciplinary schools with 21st century
Contemporary researchers continue to (Jacobs, 2010; Shaw, n.d.; Wagner, designs, reported
report on the relationship between the 2008). In a meta-analysis of 225 studies
classroom environment and teacher comparing traditional lecture outcomes significant agreement to
practice. Child-centered lessons tend with active learning outcomes, research- the notion of the school
to occur more often in classrooms ers found a significant increase in designs supporting,
with a higher proportion of space per examination grades and a lower failure
pupil and conversely, more teacher- rate in science, technology, engineering, fostering, and promoting
centered practices occur in rooms with and mathematics (STEM) courses when 21st century pedagogy
less space and a higher density of active learning strategies were utilized in
pupils (Martin, 2002). undergraduate courses (Freeman, Eddy, (Snyder, 2019).
The history of school design in the U.S. McDonough, Smith, Okoroafor, Jordt, &
is almost common knowledge from the Wenderoth, 2014). A team of researchers from Australia
iconic one-room school house to the Also emphasized in contemporary in 2018 published a comprehensive
large, American high schools. Over time, pedagogy are notions of learning be- report that lists nine characteristics for
school design was influenced by many ing personalized and differentiated. effective learning environments. As
factors, such as the idea of an efficient, The conditions described by Goodlad you begin to think about renovations
factory-model design of the industrial are more suited for a one-size fits all or new construction, consider these
era. Despite the influence of Dewey and approach common in traditional 20th characteristics of school design:
the Progressive Era, who advocated for century pedagogy. Contemporary 1) A dynamic social and physical
student-centered and flexible classroom learners require access to information environment; 2) Variety and choice,
spaces, schools continued to grow in and equitable conditions for all learners with respect to both settings and
size and organized in double-loaded to be engaged. In their separate works, activities; 3) Capacity to differentiate
corridors of classrooms, dominated Michael Fullan (2015) and Denise and personalize learning, including
by teacher-centered, passive learning Pope (2010) espouse a pedagogy that across independent, small group,
(Lippman, 2010). The baby boom saw seeks to engage learners more deeply and whole class activities; 4) Ready
the need for quickly built and cheaper in activities such as projects, problem- access to multiple learning settings,
schools in the sprawling suburbs. While solving, collaborative work, and quiet, commonly differentiated by furniture
the open classroom of the 1970s may reflective thought. In a recent study, By- and/or glazed separations between
have had student-centered intentions, rne (2016) reported evidence that new, spaces of different sizes; 5) Engaging
the schools were often built to save 21st century designed spaces, contrib- teaching and learning experiences,
time and money. The design failed due uted positively to student engagement. including opportunities for instruction,
to issues with incompatibility between Architects, such as Prakash Nair interaction, and reflective retreat; 6)
teaching activities and the school (Nair, 2014), Randy Fielding, Rosan Options to socially organize in varied
building (Lippman, 2010). Bosch, and others, have responded ways, within the same class or across
multiple classes; 7) Good acoustics,
Beyond the foundations of Dewey, to the changing pedagogical needs especially in more open spaces; 8)
Montessori, and Reggio approaches with 21st century school designs. The Good sightlines to enable monitoring of
that espoused student-centered learning movement for a change in school student activities; and 9) A design that
environment, Piaget, Vygotsky, and designs, away from the traditional recognizes the physical, organizational,
von Glasersfeld’s work supported the designs that marked that last half the temporal and culture histories of the
case for a constructivist classroom. 20th century, is well under way in both school and allows for pedagogical
Von Glasersfeld’s work emphasized higher education and K-12 schools, in development over time (Cleveland, et
the benefits of student collaboration in the U.S. and around the world. al., 2018). The last point emphasizes

Educational Viewpoints -75- Spring 2020